Instructional Proficiency of Technical Vocational Livelihood Teachers and Learners’ Performance in the Division of San Pedro City: Basis for Enhanced Professional Development Program

Abstract

This study assessed the instructional proficiency of Technical Vocational Livelihood (TVL) teachers and examined its relationship with learners’ performance in the Division of San Pedro City as a basis for an enhanced professional development program. A descriptive research design supported by documentary analysis was employed. The detailed sampling table reported 113 respondents, comprising 99 TVL teachers and 14 school administrators from seven public secondary schools. Data were gathered through a validated researcher-made questionnaire and school records of learners’ performance for three academic years. Percentage, weighted mean, independent-samples t-test, and Pearson product-moment correlation were used. The teachers’ instructional proficiency was highly evident across instructional planning, delivery, assessment and feedback, classroom management, professional reflection and growth, and instructional innovation, with an overall composite mean of 4.55. Significant differences between administrator and teacher assessments were found in planning, delivery, assessment and feedback, and classroom management, but not in professional reflection and instructional innovation. Learners obtained an overall three-year average of 67.30, interpreted as Moving Toward Mastery. Instructional performance had a very weak negative and nonsignificant relationship with learner performance (r = −0.124, p = .352). Teaching challenges were generally least encountered (M = 2.56), while the proposed INTERACT Enhanced Professional Development Program was rated acceptable (M = 4.05). The findings indicate that high teacher proficiency alone may not fully account for learner outcomes and that professional development should be complemented by attention to learner, resource, and institutional conditions.